The Experts below are selected from a list of 233469 Experts worldwide ranked by ideXlab platform

David A Santacroce - One of the best experts on this subject based on the ideXlab platform.

  • the 2016 17 survey of applied legal education
    Social Science Research Network, 2017
    Co-Authors: Robert R Kuehn, David A Santacroce, Margaret Reuter, Sue Schechter
    Abstract:

    This report presents the results of the 2016-17 Center for the Study of Applied Legal Education (CSALE) Survey of Applied Legal Education. The survey was composed of four parts – a Master Survey directed to each ABA accredited U.S. Law School; Law Clinics and Field Placement Course Sub-Surveys distributed by the Schools to the persons responsible for each distinct Law clinic or field placement course at the School; and a Faculty Sub-Survey distributed by the Schools to each person teaching in a Law clinic or field placement course. Ninety-four percent of Law Schools and over 1,100 clinical teachers participated in the survey. The results provide valuable insight into clinical programs and Law clinic and field placement courses in areas such as design, capacity, administration, funding, and pedagogy, and into the role and status of clinical legal education and educators in the legal academy. This is the fourth triennial survey, following up on surveys in 2007-08, 2010-11, and 2013-14.

  • 2013 14 survey of applied legal education
    Social Science Research Network, 2015
    Co-Authors: Robert R Kuehn, David A Santacroce
    Abstract:

    This report presents the results of the 2013-14 Center for the Study of Applied Legal Education (CSALE) “Survey of Applied Legal Education.” The survey was composed of four parts – a Master Survey that was directed to each ABA fully-accredited U.S. Law School; Law Clinic and Field Placement Course Sub-Surveys that were distributed by the Schools to the persons responsible for each distinct Law clinic or field placement course at the School; and a Faculty Sub-Survey that was distributed by the Schools to each person teaching in a Law clinic or field placement course. Eighty-eight percent of accredited Law Schools participated in the survey.The results provide valuable insight into clinical programs and Law clinic and field placement courses in areas such as design, capacity, administration, funding, and pedagogy and into the role and status of clinical legal education and educators in the legal academy. This is the third triennial survey, following up on surveys in 2007-08 and 2010-11.

Robert R Kuehn - One of the best experts on this subject based on the ideXlab platform.

  • the 2016 17 survey of applied legal education
    Social Science Research Network, 2017
    Co-Authors: Robert R Kuehn, David A Santacroce, Margaret Reuter, Sue Schechter
    Abstract:

    This report presents the results of the 2016-17 Center for the Study of Applied Legal Education (CSALE) Survey of Applied Legal Education. The survey was composed of four parts – a Master Survey directed to each ABA accredited U.S. Law School; Law Clinics and Field Placement Course Sub-Surveys distributed by the Schools to the persons responsible for each distinct Law clinic or field placement course at the School; and a Faculty Sub-Survey distributed by the Schools to each person teaching in a Law clinic or field placement course. Ninety-four percent of Law Schools and over 1,100 clinical teachers participated in the survey. The results provide valuable insight into clinical programs and Law clinic and field placement courses in areas such as design, capacity, administration, funding, and pedagogy, and into the role and status of clinical legal education and educators in the legal academy. This is the fourth triennial survey, following up on surveys in 2007-08, 2010-11, and 2013-14.

  • 2013 14 survey of applied legal education
    Social Science Research Network, 2015
    Co-Authors: Robert R Kuehn, David A Santacroce
    Abstract:

    This report presents the results of the 2013-14 Center for the Study of Applied Legal Education (CSALE) “Survey of Applied Legal Education.” The survey was composed of four parts – a Master Survey that was directed to each ABA fully-accredited U.S. Law School; Law Clinic and Field Placement Course Sub-Surveys that were distributed by the Schools to the persons responsible for each distinct Law clinic or field placement course at the School; and a Faculty Sub-Survey that was distributed by the Schools to each person teaching in a Law clinic or field placement course. Eighty-eight percent of accredited Law Schools participated in the survey.The results provide valuable insight into clinical programs and Law clinic and field placement courses in areas such as design, capacity, administration, funding, and pedagogy and into the role and status of clinical legal education and educators in the legal academy. This is the third triennial survey, following up on surveys in 2007-08 and 2010-11.

Sue Schechter - One of the best experts on this subject based on the ideXlab platform.

  • the 2016 17 survey of applied legal education
    Social Science Research Network, 2017
    Co-Authors: Robert R Kuehn, David A Santacroce, Margaret Reuter, Sue Schechter
    Abstract:

    This report presents the results of the 2016-17 Center for the Study of Applied Legal Education (CSALE) Survey of Applied Legal Education. The survey was composed of four parts – a Master Survey directed to each ABA accredited U.S. Law School; Law Clinics and Field Placement Course Sub-Surveys distributed by the Schools to the persons responsible for each distinct Law clinic or field placement course at the School; and a Faculty Sub-Survey distributed by the Schools to each person teaching in a Law clinic or field placement course. Ninety-four percent of Law Schools and over 1,100 clinical teachers participated in the survey. The results provide valuable insight into clinical programs and Law clinic and field placement courses in areas such as design, capacity, administration, funding, and pedagogy, and into the role and status of clinical legal education and educators in the legal academy. This is the fourth triennial survey, following up on surveys in 2007-08, 2010-11, and 2013-14.

Jeffrey J Brown - One of the best experts on this subject based on the ideXlab platform.

  • costs of a medical education comparison with graduate education in Law and business
    Journal of The American College of Radiology, 2006
    Co-Authors: Jason R Kerr, Jeffrey J Brown
    Abstract:

    Introduction The costs of graduate School education are climbing, particularly within the fields of medicine, Law, and business. Methods Data on graduate level tuition, educational debt, and starting salaries for medical School, Law School, and business School graduates were collected directly from universities and from a wide range of published reports and surveys. Results Medical School tuition and educational debt levels have risen faster than the rate of inflation over the past decade. Medical School graduates have longer training periods and lower starting salaries than Law School and business School graduates, although physician salaries rise after completion of post-graduate education. Conclusions Faced with an early debt burden and delayed entry into the work force, careful planning is required for medical School graduates to pay off their loans and save for retirement.

Jeffrey Q Bostic - One of the best experts on this subject based on the ideXlab platform.

  • School Law for the child psychiatrist legal principles and case implications
    Child and Adolescent Psychiatric Clinics of North America, 2012
    Co-Authors: Colby C Brunt, Jeffrey Q Bostic
    Abstract:

    Schools are evolving to support all students, including those with mental health issues. Clinicians can help patients and Schools by providing diagnostic clarity about a child’s condition, how that condition interferes with School progress, and what interventions are needed in the School setting. State and Federal legislation supports timely response by Schools to mental health issues emerging in students through special education Laws and general education accommodations, such as Response To Intervention (RTI), which encourages Schools to implement evidence-based interventions for students exhibiting mental health conditions. Case examples illuminate important legal considerations when clinicians are faced with issues such as therapeutic placements, home hospital forms, and substance abuse, and student misconduct.